Fostering children's block building self-concepts and stability knowledge through construction play

Abstract

The study investigated preschool children's block building self-concepts in relation to their stability knowledge acquisition as implied by the reciprocal effects model and possible effects of different forms of play. We investigated three types of construction play: (a) guided play with verbal and material scaffolds, (b) guided play with material scaffolds, and (c) free play. We examined the effects of the different play forms on block building self-concept and stability knowledge acquisition as well as the reciprocal effects model's fit to preschool children. We implemented a pre-post-follow-up design, N = 183 German 5- to 6-year-olds (88 female). Block building self-concept declined in the free play group, but not in the guided play groups. Both guided play groups outperformed the free play group in stability knowledge acquisition. The reciprocal effects model was not supported. Guided play may be effective in fostering children's block building self-concepts and stability knowledge.